The Workshop

Thank you for reviewing this material and we look forward to welcoming you to the workshop.

In the workshop we will ask you to comment on the resources you have looked at and ask you to consider how they impact on your teaching and on the learning experience of your students. We acknowledge that some of the topics here may be sensitive for some participants. If you identify as a member of one or more of the underrepresented groups mentioned in these resources you will not be asked to act as a spokesperson for that group. We also recognise the emotional impact of challenging embedded views of dominant groups and it will not be your responsibility to do so. Facilitators of these sessions will work hard to ensure that all voices are heard and that problematic ideas deriving from embedded racism, sexism, homophobia and ableism are used as learning points and will be unpacked through guided discussion.

Principles for discussion

We’ll be exploring a range of perspectives and experiences during the session, some of which may be different from our own. These principles are intended to help us create a constructive environment where everyone can participate, listen and challenge ideas while remaining open to learning. At the start of the workshop, you'll have an opportunity to suggest any additional ground rules that you think would help everyone participate. 

• Share airtime as equally as possible. Get to your point and allow someone else to speak.

• Actively listen without interrupting.

• Be respectful and empathetic.

• Disagree respectfully.

• Speak from your own experiences rather than assuming the experiences of others.

• Challenge ideas, not individuals.

• Assume positive intent, while recognising that impact can differ from intention.

• Be open to learning and growth.

• Remember that confidence in speaking in a group does not necessarily mean greater knowledge of the topic.

• Don't expect participants from minoritised groups to speak for or represent everyone in that group.

Indicative questions which may come up as part of the workshop discussion:

• How would you support students who frequently go above and beyond your expectations in terms of productivity and the time they spend working? 

• How would you manage a situation where you overhear a student or colleague tell a joke with a punchline which made you feel uncomfortable as it reinforced a negative stereotype of a particular group? 

• How would you react to students self selecting groups and choosing to work with other students from the same ethnic groups, genders or other identity characteristics? 

• Under which circumstances is it appropriate to help some students more than others? 

Variations of these questions have been sent to the academics you work with. They should become part of your regular discussions around teaching and learning for an inclusive approach to become truly embedded.